Presented by: Christopher J. Frey, Bowling Green State University, USA
Theme: Special Education and Diversity
Time offered: Session F
Description: On June 6, 2008, the Japanese House of Representatives for the first time recognized the original inhabitants of Hokkaido, the Ainu, as an indigenous people. Despite these recent and, to this observer, somewhat unexpected changes, it remains unclear what effect the law will have on education policy and self-determination for Ainu education. Taking advantage of this gathering of U.S., Canadian, and Japanese scholars, and based on current policy documents and extended study of Ainu education in Hokkaido, this paper explores three themes. First, this paper looks at the current state of education by, for, and about the Ainu in Japan. Second, the paper explores the tensions between the 'Resolution Seeking Recognition of the Ainu People as an Indigenous People' and the non-binding Declaration on Rights of Indigenous Peoples. Third, the paper will look at models of indigenous educational self-determination in light of existing educational infrastructure and capacities from K-12, post secondary, and adult education.
Presented by: Phyllis Fast, University of Alaska-Anchorage, USA
Theme: Special Education and Diversity
Time offered: Session A
Description: This presentation describes the use of Peter Elbow's Methodological Belief (1986), or the Five-Minute Rule, which he terms the "believing game" in conjunction with an Alaskan example provided by Dr. Kerry Feldman, Professor of Anthropology at the University of Alaska–Anchorage on Iñupiat classification of sea mammals. The Five Minute Rule has been used successfully in training workshops for university educators as well as for undergraduate students. The goal of the Five Minute Rule is to get experience in engaging others in controversial discussion by developing a method of civil discourse as well as to learn methods of developing creative thinking in writing about such topics. Using the Iñupiat classification system as an example of this teaching method has proven to give students a local example of how diverse notions of reality can cause multiple effects on cognition, emotion, not to mention the entire framework in which we classify the world.
Presented by: Wittaya Chansiri, Mahasarakham University, Thailand
Theme: Assessment, Education, and Accountability
Time offered: Session F
Description: This study aimed to search for methods of assessing the development of competency of personnel working in an organization. Numerous methods were deliberated, and eight were selected and submitted to experts for their consideration. Accompanying the submission of the eight methods was a series of eight support instruments that included questionnaires and observation forms which the experts were invited to comment on and improve where necessary. Following the expert's analysis, the instruments were evaluated in a trial session. As for the results of implementing all the eight methods of assessment of competency, it was found that these methods could efficiently assess the developing of competency of personnel in an organization.
Presented by: Koichi Furuya, Hokkaido University of Education, Japan; Do-Yong Park, Illinois State University, USA; and Myon U Lee, Chuncheon National University of Education, Korea
Theme: Science, Technology, Engineering and Math
Time offered: Session C
Description: In 1985, Osborne studied about the concept of electric currency, and identified four misconceptions: a monopole model, a crash model, a decrement model, and a scientific model. After the study, many studies were followed to further investigate the learner's cognition of a simple electric circuit. However, there have been a few studies conducted on the parallel and series electric circuit. Furuya (2001) investigated students' misconceptions, named a 'traffic flow model,' when they constructed the concept of electric current in parallel and series circuit. In the study, Furuya identified that the number of students who had the traffic flow model increased by grade level in Japan. This pattern was interesting when it comes to a comparative study among three countries. This study, therefore, surveyed the college students' cognition and understanding about three types of electric circuit in Japan, U.S., and Korea.
Presented by: Beverly Barker and Robert Taylor, Alaska Educational Innovations Network, University of Alaska–Anchorage, Bartlett High School, USA
Theme: Science, Technology, Engineering and Math
Time offered: Session A
Description: The rapidly changing demography in Anchorage compels the establishment of culturally responsive teaching approaches across the curriculum in STEM education. The Alaska Educational Innovations Network (AEIN) supports collaborations between teachers and faculty throughout Alaska to bring effective, sustainable innovations in STEM education. Supporting a holistic effort necessarily involves creating networks across institutions and educational levels. We report the impact of the collaboration between faculty at the University of Alaska–Anchorage and Bartlett High School to implement a common teaching approach. The evidence shows the positive impact of a methodology designed to accommodate the way the mind learns, and demonstrates the importance of developing community networks to establish culturally responsive teaching practices in STEM education.
Presented by: Jiraporn Chano, Unchalee Sarnrattana, and Neon Pinpradit, Khon Kaen University, Thailand
Theme: Special Education and Diversity
Time offered: Session E
Description: The purpose of this research was to develop a communicative instruction model to reduce behavioral problems of preschool children with autism and to examine its effectiveness. Results from the three-phase research process were: behavioral language score for the post-test of all subjects in experiment group was higher than the score in the pretest. Moreover, behavioral language score of the subjects in the experiment group was higher than the one of the control group. The preschool children with autism in the experiment group were: a) ready to be involved in communicative training, b) able to use the picture to communicate his/her own simple needs, c) able to communicate continuously, d) able to choose the picture in composing the sentence to communicate which indicated that the behavioral problems were decreased. The finding also revealed that subjects in experiment group were able to stay on task longer, able to handle their task more systematically, able to remember task used and finally able to independently employ picture to communicate without prompting.
Presented by: Kaewwieng Numnaphol and Surin Numnaphol, Khon Kaen University, Thailand
Theme: Assessment, Education, and Accountability
Time offered: Session E
Description: The objectives of this research were: to develop the knowledge management model for small schools and to compare the pretest and posttest scores of teachers' knowledge management. The sample was eight teachers at Bannadsongkrao School under the jurisdiction of the Office of Kalasin Educational Service Area 1. The instrument for data collection as 40 items of the samples pretest-posttest test of knowledge management, interview form, observational form, and the questionnaire of sample and school boards' satisfaction toward process of knowledge management. The research findings found that: 1. There were six components of knowledge management processes; 2. For comparison of pretest and posttest scores of teachers' knowledge management, we found that there were significant differences in knowledge management between pretest and posttest at .05 level. (X Square = .963) For leadership, we found that Instructional Leadership was increased. The teachers and students obtained new body of knowledge producing as work performance from telling stories and sharing knowledge comparing with the best practice of teachers and outside wisdom. Moreover, teachers and school board were satisfied with knowledge management model in high level.
Presented by: Sutthiporn Boonsong and Jiraporn Suriyawarakul, Rajamangala University of Technology, Thailand
Themes: Assistive and Instructional Technology; Assessment, Education, and Accountability
Time offered: Session C
Description: The project aimed to conduct and investigate the quality of school-based curriculum for supporting spirulina culture to One Tumbol One Product (OTOP) policy. The areas in this study covered 3 districts of Pathumthani province; Lumlukka district, Nong-Sua district, and Ladlumkaew district, that comprised one community and school in each district. The participants consisted of 1) 98 personal groups purposely selected from administrators, teachers, students, parents of Chomchon Lertpinit Pittayakhom School, Yu-Prachanukhraw School, and Chumchon Wat Namai School, as well as community leaders. These samples identified needs of the school and community for whom the curriculum is to be planned. 2) In curriculum implementation process, 180 Mattayomsuksa one students in the second semester of academic year 2005 from three schools, including three agriculturalists of each community. The results of curriculum development were conducted two plans: a short-course training curriculum for the community, and integrated curriculum for the school. It was found that students’ working performance passed the determined mastery learning criterion of 70 percent in both spirulina cultivation and product transformation. When studying the students’ attitude toward spirulina culturing, it was found that all students were at a high level in most items. The opinions of participants identified that this school-based curriculum was related to the needs of community. Learning activities were organized through good procedures but experiments should be held for spirulina cultivation in cement wells and cultivated with red plankton. The next process should be a development of the transforming and packaging curriculum for continuing this curriculum.
Presented by: Unchalee Sanrattana, Khon Kaen University, Thailand
Themes: Assessment, Education, and Accountability; Special Education and Diversity
Time offered: Session D
Description: Education in Thailand has gone through a truly comprehensive reform in accordance with the 1997 Constitution and the 1999 National Education Act (NEA). The new constitution ensures that all people, including children, youth, women, the elderly, the underprivileged, and the handicapped will have both the right and duty to receive care and education. Given the large number of students with disabilities and the possibility of disabilities, it is critical that schools screen for students who might need special education services and interventions to be successful in regular education classes. Autism is one disability that needs special education services. The objective of the study was to develop a screening test for pre-primary autistic students in Thailand and disseminate to pre-primary schools. Research and development methodology was used which consists of 3 phases: 1) construct a screening test, 2) construct the norms with pre-primary students in Thailand using multi-stage sampling, 3) disseminate a screening test for pre-primary schools. Research and findings were used to provide professional development of teachers to provide inclusive education for students with special needs. Another aspect is a research and development of autistic inclusion education center which is at the demonstration school for providing best practice in teaching autistic students. As a result, this research will support KKU and the faculty of Education to attain their mission and transfer it to pre-primary schools in Thailand.
Presented by: Nola Stephen, University of Massachusetts–Amherst, USA
Theme: Special Education and Diversity
Time offered: Session E
Description: The issue of how to serve the needs of exceptional students who represent a diverse range of backgrounds, abilities, interests and learning styles within the regular education classroom has been one that continues to challenge educators. One approach in addressing this issue has been the use of differentiation of instruction by teachers. Research concerning the use of differentiated instruction (DI) in the organization and delivery of curriculum within the inclusive classroom has shown it to be an effective tool in addressing a broad range of students' needs. In terms of anticipated learner outcomes, the presentation will provide an overview of principles and practices relating to differentiated instruction as well as some tools which can be used by teachers in differentiating the content, process, and required products in lessons, based on students' readiness (ability) levels, learning profiles, and interests. The expectation is that the presentation will enable the participants to develop an understanding of what differentiated instruction represents and the key principles and facets of this approach, develop a toolkit of activities which may be used in incorporating DI in the classroom, and consolidate their learning through an analysis of a DI lesson provided by the presenter.
Presented by: Sharon Wahl, Simon Fraser University, Canada
Theme: Special Education and Diversity
Time offered: Session B
Description: Research has shown that an inner city classroom in the three major school districts of British Columbia can support over 23 heritage languages and an increasing number of special needs students. This session will explore the programmatic infrastructure of the Professional Qualification Program and the Paraprofessional Teacher Education Module at Simon Fraser University. These two initiatives have specifically been developed by Professional Programs in the Faculty of Education to help ease licensure access for educators who have been trained in other cultures and in areas specifically pertaining to children with disabilities. Session attendees will hear personal narratives from participants in these programs and examine the process required to bring these teachers into the profession. Program templates will be discussed for possible application in other faculties of education.
Presented by: Nancy Latham, Illinois State University, USA
Theme: Assessment, Education, and Accountability
Time offered: Session D
Description: This session will explore effects of teacher preparation experiences on persistence in elementary education employment in public schools in Illinois between 1996 and 2007. The findings indicate a significant link between teacher preparation and professional persistence. PDS preparation versus traditional preparation significantly and positively influenced teachers' persistence in the field, and PDS prepared teachers were significantly more likely to become employed. Teacher preparation programs, which offer teacher candidates these types of teacher preparation models through enhanced partnerships with schools, are well aware of the increased financial and human resources required to make such preparation arrangements successful. School partners are also aware of the financial and human resource drain of teacher attrition. Participants in this session will be given a deeper understanding of the findings from this research project and the methods involved. Further, application of the findings in the context of all types of teacher education programs employing enhanced partnerships with schools will also be discussed with an emphasis on this type of research design as a teacher education program evaluation tool.
Presented by: Ann Jache, University of Alaska–Anchorage, USA
Theme: Special Education and Diversity
Time offered: Session A
Description: Two culturally diverse groups of College of Arts and Sciences faculty from the University of Alaska–Anchorage who teach discipline specific courses for pre-elementary education students met monthly during the 2007–2008 academic year. In face-to-face sessions or using distance technology they studied the book Diversity and Motivation (1995) by Wlodkowski and Ginsberg and practiced culturally responsive teaching (CRT) techniques. College of Education faculty used the same book to guide their prior year discussions of this topic. Nine methods were introduced and demonstrated in small group sessions. The purpose of these sessions was to experience and then evaluate CRT tools which could be used in the content of specific classes students take before they enter the formal courses in the Elementary Education program at the University of Alaska–Anchorage. The goal was to incorporate culturally responsive techniques into the college level classroom so that students would develop a repertoire of these tools. This presentation describes the techniques of "norm setting," "hatful of quotes", and "closure with self assessment." An evaluation of the faculty program with suggestions for establishing a similar program on other campuses concludes the session. Participants will learn about CRT techniques and a model for conducting similar study groups on their own campuses.
Presented by: David Anderson and Irina Zlotnikova, Eastern Michigan University, USA
Themes: Science, Technology, Engineering and Math; Assessment, Education, and Accountability; Assistive and Instructional Technology
Time offered: Session A
Description: The USA and Russian (Former Soviet) Educational Systems have been relatively isolated from one another, but now American and Russian educators have many possibilities to collaborate. This paper is a result of one such collaboration. It presents results of a comparative study of the USA and Russian educational policies and practices in the area of Information and Communication Technologies (ICT). A historical analysis of both countries paired with an analysis current practices and trends in the area of ICT were compared. The analysis revealed positive features in both countries suggesting possible improvements for both ICT educational approaches.
Presented by: Taku Hagiwara, Hokkaido University of Education, Japan
Theme: Special Education and Diversity
Time offered: Session D
Description: Because of rapid development of information technology, it is now easy to share and retrieve information related to special education across the world. As a result, it is also possible to learn new interventions and systems for children and youth with disabilities from foreign countries and adopt them to the field where we work. This presentation will focus on issues related to cultural differences and “culturally free” parts in special education when adopting educational methods and techniques from other countries. Because the presenter spent 14 years in U.S. special education and now works for Japanese special education, topics mainly talked during the presentation will be based on special education in these two countries. In 2007, Japan launched new educational support system for students with disabilities that called “special support education.” In addition to traditional special education system, the new system consists of several educational services that have already implemented in the United States and the United Kingdom such as support for students with learning disabilities, attention-deficit hyperactivity disorders, and high-functioning autism spectrum disorders, individualized education plan, and special supports in regular classroom settings. This presentation will first clarify the characteristics of special education in the U.S. and Japan. The discussion then shifts to issues in cultural differences and internationalization in special education. Participants will learn and increase awareness of global view of special education.
Presented by: Sujin Butdisuwan, Mahasarakham University, Thailand
Theme: Science, Technology, Engineering and Math
Time offered: Session B
Description: Understanding the impact of information and communication technology on higher education is important for planning for quality and sustainable e-learning programs. To address critical success factors that need to be addressed as e-learning strategy requires understanding of the present teaching and learning practices. The new research findings in the area of e-learning are able to identify and bring many new e-learning models. The e-learning models attempt to develop frameworks to address the needs of the learners and the challenges of technology to enable the online learning to be effective. In the planning process, these models provide useful tools for evaluating existing e-learning initiatives apart from evaluating the success factors. This paper tries to explore the reasons why universities are driven to implement e-learning. The focus is to identify the issues and adjust the existing e-learning models that need to be addressed in the planning process for implementation of e-learning.
Presented by: Yang-Tien Chen, National Institute of Education, Nanyang Technological University, Singapore
Theme: Assistive and Instructional Technology
Time offered: Session C
Description: This paper deals with the governing of school subject/subjectivity through the practices of information technology in Singapore. For many years, Singapore government has invested billions of dollars in computer equipment. It is believed that the use of information technology will make Singapore the most competitive country in the world. It tells a story of the city-state of the future which is rooted in the present. The story involves four Ms, multiracial, multi-religious, multilingual, and multicultural, to fabricate a harmonious image of the society of which all citizens are equal members. However, the story also entails social inclusion and exclusion that qualify and disqualify child as "normalcy." I will argue that the construction of social inclusion and exclusion in IT era in Singapore educational system has embedded enclosure and internment which should be further examined in order to open up new possibilities for future reform agency.
Presented by: Rena Shifflet, Illinois State University, USA
Theme: Assistive and Instructional Technology
Time offered: Session C
Description: The ability to write is receiving greater emphasis in all aspects of life: social, professional, and educational. Despite this awareness, students across grade levels are unable to perform at an accepted level of mastery on national tests. Blogs and wikis have the potential to provide the type of environment that can facilitate student writing and enhance the construction of knowledge, but there is little empirical research available to substantiate this claim.This session will detail the results of a study to determine the instructional use of blogs and wikis in K-12 classrooms. Seven instructors from New York, Georgia, Missouri, Illinois, and Canada participated in this study. Session attendees would gain insight into the use of blogs and wikis by these K-12 teachers. In addition, the relationship between an instructor's pedagogical beliefs, the determination to use technology, as well as the intent for the use of technology for instructional purposes will be discussed. Resources to assist with the implementation of blogs and wikis will also be presented.
Presented by: Pauline Clardy and Elizabeth Skinner, Illinois State University, USA
Themes: Special Education and Diversity; Assessment, Education, and Accountability
Time offered: Session F
Description: This session will consist of a presentation on how English language learners are disempowered by No Child Left Behind. It will also include a demonstration of effective assessment practices for linguistically diverse student populations. Session attendees will learn the needs of English language learners relative to assessment and strategies to asses them properly. This year in Illinois, English Language Learners were forced to take a test designed for students who are proficient in the English language and were not allowed to be evaluated by the test that was designed for English Language Learners. The result is that an inappropriate test was replaced with an incomprehensible test. According to Krashen's input hypothesis, input has to be comprehensible for students to understand it. Even with accommodations, many English language learners with minimal proficiency in English were not able to understand the ISAT; therefore, an accurate measure of these students' achievement could not be found.
Presented by: Barbara Meyer, David Anderson, Elisa Palmer, and Darci Harland, Illinois State University, USA
Theme: Science, Technology, Engineering and Math
Time offered: Session D
Description: Not enough cutting edge science, math, and technology is making it into K-12 classrooms. Students are entering adulthood without the background required to make wise decisions about their own health and health policy. In addition, students have little awareness of their career options in the many new and exciting fields of medical science and technology. The MIND Project has created a set of virtual science situations in order to immerse teachers and their students into science fields. Teacher candidates have also been introduced to the curriculum supplements so that they may use them in their clinical teaching experiences, their student teaching, and during their first year of teaching in their own classrooms. By providing hands-on curriculum modules to students, they are given opportunities to virtually work in these various fields, and possibly gain interest in that field for future career choices. This session will discuss the need for cutting edge science curriculum for teachers, teacher educators, and teacher candidates so that they may introduce recent science discoveries into current middle school and high school classrooms. The curriculum modules will be demonstrated, and participants will be provided with access to the online curriculum.
Presented by: Boonchom Sirisa-ard, Mahasarakham University, Thailand
Theme: Assessment, Education, and Accountability
Time offered: Session E
Description: This study aims to mix activities of learning, measurement, evaluation, knowledge, and process management by designing different activities for learners to be responsible for individuals, groups, and the whole class at the course level and at the end of every course. The results of the experiment which used these concepts reveal that there are learning outcomes in the forms of exhibitions, posters, documents on summaries and syllabuses; pamphlets on learning summaries; slides on learning summaries on computer presentations; and sharing learning, compilation, and evaluation of organization of learning. These methods provide benefits at the highest level in three aspects: responsibility development, skills in teamwork, and skills in presenting academic works.
Presented by: Ian H. Andrews and Kathryn Jung, Simon Fraser University, Canada
Theme: Special Education and Diversity
Time offered: Session B
Description: The increasing economic interdependency among the nations of North America and Asia necessitates a greater need for cultural understanding that exceeds just appreciation. Culturally responsive educators are those who recognize the influence of social contexts on how children's identities are shaped, and teachers acknowledge their own biases and prejudices. The significance of this struggle is highlighted by the intensification of an oppositional tension between a tendency on the part of humans to socialize within rather than across groups. The responsibility for preparing individuals to respond to the dual challenge of both a culturally diverse national character and an expanding geolinguistic framework for the issues that we engage in an informed citizenry rests at many levels. Particularly educators who work in pre-service and in-service teacher education bear a special responsibility for setting the agenda and tone for such discussions. In order for teachers to be able to realize our goals related to the development of an ethno-culturally sensitive citizenry, we will need to persuade the teachers of tomorrow of the crucial importance of the cultural context of teaching and learning. Based on these perspectives, an examination of different bilateral models in the area of international pre-service and in-service teacher education has been developed by Simon Fraser internationally through collaboration with International Pacific Rim countries.
Presented by: Julia B. Stoner, Ann R. Beck, and Howard P. Parette, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Session E
Description: In recent decades, the composition of classrooms in the U.S. has reflected larger numbers of children who use English as their second language (ESL), including children of professional families from India. Relatively little is known about Indian parental perspectives regarding their children's early childhood education in the U.S. To address this need, an intrinsic case study was undertaken with Indian parents of six children attending an early intervention preschool. Semi-structured interviews were coded line-by-line by multiple researchers, categories were developed, and confirmability was achieved through triangulation, respondent validation, and member checking. Major themes from the data were: a) children's educational experience was evaluated through participants' cultural lens; b) parental concerns were multi-faceted; and c) strong, planned strategies were adopted to address parental concerns. Anticipated learner outcomes for attendees include: a) identification and discussion of how a cultural perspective can influence parental involvement in early childhood; and b) examination of strategies to involve parents from diverse cultures in the education of their young children who are identified at risk due to English as a second language.
Presented by: David Urias and Michel Miller, Drexel University, USA
Theme: Assessment, Education, and Accountability
Time offered: Session E
Description: Graduate programs in international education have burgeoned recently in the U.S. as an outcome of globalization. The foci of these programs vary widely. Hence, it is useful to have criteria to evaluate them. Building on the process of establishing evaluative standards and benchmarks for these graduate programs, our research illustrates how such standards guide the design and implementation of program evaluation. Results from the study envision a future model for institutions to run a quality international educational program; one that can serve as a mechanism to attain indicators of good practice, to self-assess either for improvement, or to meet requirements for various accrediting agencies.
Presented by: Lawrence Mudia, University of Brunei Darussalam, Brunei
Theme: Special Education and Diversity
Time offered: Session E
Description: The case study investigated the mathematical problems of early adolescent lower secondary school students in Brunei Darussalam. The random sample consisted of 67 Form 1s (25 females) and 46 Form 2s (8 males). Items from the Blue Form of the Wide Range Achievement Test Third Edition (Wilkinson, 1993) and the calculation subtest of the Woodcock-Johnson Psycho-Educational Battery, Part Two: Tests of Achievement (Woodcock & Johnson, 1977) were adopted and used to collect data needed to address nine of the ten objectives of the study. The two tests had satisfactory levels of reliability and were valid for use with the students. Possible differences on the outcomes are offered and discussed. Problematic items from the two instruments were identified. Error analyses of selected challenging items are provided to inform and guide possible remedial interventions. Implications for remedial teaching and teacher education are discussed. Through this presentation session, attendees should understand the need to train Brunei teachers appropriate skills for performing effective math error analyses, diagnostic interviews, and remedial teaching.
Presented by: Venus E. Evans-Winters, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Session B
Description: The purpose of this paper presentation is to problematize the lack of research and relevancy of current educational frameworks for understanding and researching the educational problems and issues confronting females of African ancestry. Currently, neither gender-based nor race-based frameworks deal effectively with the education of Black girls across the diaspora. In the presentation, the author raises the following questions: What is the role of race, class, gender, and location in girls' schooling experiences? What pedagogical and curricula strategies are most effective for promoting young women's positive educational development? And, which theoretical frameworks and/or methodologies are the most useful for empowering Black girls' to reach their full potential? This discussion is useful for scholars in urban education, classroom teachers interested in social justice and multicultural pedagogies, and pre-service teachers who will one day serve as models for this vulnerable but resilient student population group.
Presented by: Andrew Davis, Danielle Steele, Brian Conant, and Amy Reiman, Illinois State University Laboratory Schools, USA
Theme: Assessment, Education, and Accountability
Time offered: Session A
Description: In this session, learn about an internship program recently developed at Illinois State University which extends the student teaching experience from the traditional 12 week program to a full year where pre-service teaches are immersed in the school culture. This provides the pre-service teacher with a different experience as they are treated more like a first-year teacher. This extended program allows the pre-service teacher to feel as if they are a member of the faculty, developing more meaningful relationships with students and faculty, and giving a richer experience learning how to plan and execute classroom lessons. This session will be presented from the viewpoint of three ISU faculty members, two of which were former interns in the program.
Presented by: Jack Hourcade and Holly Anderson, Boise State University, USA
Theme: Special Education and Diversity
Time offered: Session B
Description: Throughout history boys and girls have been perceived by schools and society as possessing different and distinctive learning styles and capabilities. More recently, boys may be more "at-risk" under contemporary school practices. Three differences were identified: 1) Boys are significantly more likely than girls to demonstrate learning and behavior characteristics associated with school failure. Special educators should provide greater opportunities for boys to learn and be evaluated through nonverbal activities, including multi-media presentations. 2) Boys may have higher activity needs than girls. This causes problems when boys are asked to sit for extended periods of time. Special educators should provide out-of-seat activities in which boys physically interact with learning materials. 3) Boys may be less skilled than girls in emotional and social skills, including reading subtle social indicators of behavioral expectations. Special educators should expose boys to socially skilled role models, including peers and teachers, explicitly pointing out to boys exactly what these individuals do. Session attendees will learn three common unrecognized sources of gender bias in common instructional practices, and effective resolutions to these issues.
Presented by: Nancy Latham and Linda Wedwick, Illinois State University, USA
Theme: Assessment, Education, and Accountability
Time offered: Session C
Description: The purpose of this study was to explore reasons why teacher candidates choose a traditional versus a Professional Development School (PDS) model for their culminating student teaching experience. Data collection was accomplished through the use of a brief survey asking participants to indicate why they made the student teaching choice they made. Findings from this study will be shared as a lens through which to scrutinize current research pertaining to PDS outcomes. As the field examines benefits and outcomes of PDS type training on teacher performance, teacher attrition, and even student achievement, it is important to understand the motivation of students who choose PDS options and their reason for doing so. Participants of this session will learn about the codes discovered from qualitative data that were used to define categories of reasons teacher candidates choose PDS preparation or traditional student teaching. Furthermore, through this study participants will become aware of another lens through which to examine current PDS research.
Presented by: John Dewar Wilson of Burapha University, Thailand
Theme: Assessment, Education, and Accountability
Time offered: Session C
Description: Teacher educators in colleges and schools are the key to quality teacher education. However management rarely provides induction to the college domain. As trainers of trainers the essential function of staff is enabling pre- and in-service teachers to develop expertise that accomplishes worthwhile student learning. However, school and college teacher educators' concept of teacher 'expertise' may contrast with that of 'experts.' This paper illustrates this lay/expert contrast. It also provides three examples of conditions that promote teacher and teacher educator professional learning towards 'expert' expertise. The first is 'master' trainers providing structured assistance that 'directly impacts' on cooperative, experienced teachers to enable superior school student accomplishments. The second and third are extended case studies of novice teacher educators in developing countries. Assistance on an 'indirect impact' model developed self-efficacy and skills that benefited learner teachers. For discussion is management's responsibility to orientate experienced but untrained teacher educators to deliver a new Masters program for teacher educators in Laos. The paper argues that teacher education practice must become 'evidence-based' with a vision of enabling trainees to achieve worthwhile student accomplishments. Such a vision is proposed.
Presented by: Emily Watts, Craig Blum and Howard P. Parette, Illinois State University, USA
Themes: Special Education and Diversity; Assistive and Instructional Technology
Time offered: Session B
Description: This session will report research findings from a group comparison study of the effects of the use of a LCD projection system with PowerPoint activities. Data on outcomes across initial sound fluency, rhyming, and alliteration skills are shared for 55 preschool students at-risk. A pre-post treatment acceptability rating was administered to staff (Lane and Beebe-Frankenberger, 2004). Implications for research and practice are described. At the end of this session, participants will be aware of the relevant literature, understand the strengths and limitation of the pilot study, be acquainted with applications of PowerPoint technology with young children in schools.
Presented by: George R. Peterson-Karlan, Howard P. Parette, and Brian W. Wojcik, Illinois State University, USA
Theme: Assistive and Instructional Technology
Time offered: Session E
Description: Evidence-based approaches to improving the writing of students with learning and academic disabilities who struggle to write will be presented together with a research-validated protocol for monitoring progress in writing skill development. Classroom-based applications of writing assessment and intervention will be emphasized. Based upon a research synthesis of technology supported writing interventions, evidenced-based tools for supporting and improving the planning, organization, drafting, editing and revising skills of students who struggle to write will be presented. Assistive technologies (e.g., text-to-speech, word prediction, voice recognition) and other digital tools (e.g., word processors, idea webbing) have been developed in the last 15 years with the potential to serve as scaffolds to support and improve the writing skills of students who are low achieving or have learning, behavioral, or cognitive disabilities. A cost-effective classroom-based protocol for progress monitoring of the effectiveness of assistive technology tools will be presented which permits assessment of writing fluency, mechanics, sentence accuracy, and complexity, as well as evaluating the holistic quality of written compositions across genre and technology used. At the conclusion of the presentation, participants will have an awareness of an evidence-based approach for assessing student writing when supported by assistive technology tools.
Presented by: Masataka Kizuka, Hokkaido University of Education, Japan
Theme: Assessment, Education, and Accountability
Time offered: Session D
Description: The purpose of this lecture presentation is to provide some insights into Practical Teaching Experience (PTE) in Initial Teacher Education (ITE) in England and in Japan by comparing the questionnaire data of the trainees' views. In the research works implemented both in the Institute of Education in the University of London (IOE) in 2005-2006 and in Hokkaido University of Education, Kushiro Campus (HUEK) in 2007-2008, the same questions, which included both qualitative and quantitative issues, were presented to the trainees' for Modern Foreign Languages (French, German, and Spanish in IOE; and English in HUEK) in order to collect their views and thoughts about their PTE, which enabled us to gain some intriguing research outcomes. Despite the wide differences in culture and general circumstance between the two ITE groups questioned, four common features in the trainees' views and thoughts about their PTE have been discovered.
Presented by: Ira David Socol, Michigan State University, USA
Theme: Special Education and Diversity; Assistive and Instructional Technology
Time offered: Session D
Description: Educational technology has traditionally involved specifically developed systems tied closely to national curricular norms and to cultural assumptions. These structures, from textbooks to filmstrips to educational computer games have thus limited access not just between nations but among immigrant groups and students with special educational needs. This session will investigate this variety of tools and how they can support learners in and out of the classroom globally, and in ways that can be individualized to support and empower the widest variety of students. The focus will be on building the lowest cost, most accessible systems for both content delivery and communication, systems which break political barriers, cultural barriers, time-zone barriers, and ability barriers. Those attending will both discover new tools and be encouraged to consider known tools in new ways. Demonstrations and conversation will build a stronger understanding of what is available now, and what will be possible in the near future.
Presented by: Barbara Meyer, Howard P. Parette, and George R. Peterson-Karlan, Illinois State University, USA
Themes: Special Education and Diversity; Assistive and Instructional Technology
Time offered: Session A
Description: Universal Design for Learning (UDL) has received growing attention in public school settings in the United States. Due in large part to the emphasis on achievement in the general education curriculum mandated by the No Child Left Behind Act of 2001 (NCLB), teacher education programs are presented with immense challenges regarding how UDL principles can be effectively embedded in existing curricula for future teachers. UDL incorporates three main principles which include the following: 1. Multiple, flexible methods of presentation (e.g. Provide multiple structures to present the information); 2. Multiple flexible methods of expression and apprenticeship (practice) (e.g. Allowing students to respond in various formats, such as written, oral, slide show, video, drawing); and 3. Multiple flexible options for engagement (e.g. Allow students to select an area of interest within the topic or concept to research or study). (Rose, Meyer, and Hitchcock, 2005, p. 106) For this session, the presenters will describe an innovative approach to incorporating UDL into a secondary teacher education program involving collaboration between the Special Education Assistive Technology (SEAT) Center and the Department of Curriculum and Instruction at Illinois State University.
Presented by: Jennifer Crandall, University of Pittsburgh, USA
Themes: Assistive and Instructional Technology; Special Education and Diversity
Time offered: Session F
Description: This lecture presentation will introduce reflective writing as a vehicle for communication that aims to develop students' writing, constructive feedback, and critical thinking skills, skills that are becoming increasingly obscured as schools focus on testing. As the world becomes smaller, the ability to thoughtfully and effectively process information and communicate in writing is of utmost importance. This method is not used as a tool to correct students' writing but rather to build fluency and advance their thinking on a given topic. Students first receive the teacher's feedback, which serves as a model, before they gradually develop the ability to provide constructive feedback to their peers through prompts and practice. Teachers can also use this process as a means of informally assessing students' writing or understanding of select content. Designed to use with English language learners, participants will learn how to apply this technique to their context to promote thoughtful writing and feedback from their students.